nuts and bolts of language access planning rodrigo monterrey clas manager massachusetts dph-ohe...
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Nuts and Bolts ofLanguage Access Planning
Rodrigo MonterreyCLAS ManagerMassachusetts DPH-OHE
Sponsored bythe Nebraska Association of Local Health Directors and Health Literacy Nebraska
through the Federal OMH State Partnership GrantJanuary 13, 2015
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Agenda:
1. History of Language Access2. Language Access as part of “CLAS”3. Steps: How to develop and implement
your own Language Access Plan
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Key Terms:
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• Translation: written• Interpretation: spoken or American Sign
Language, usually simultaneous• Bilingual Staff: proficient in additional
language, understands content and protocols• Translator/Interpreter: trained or certified,
contracted or volunteer• Vital Documents: critical records, consent
forms, eligibility documents, notifications that require a response or action from a client
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History :
Federal:Executive Order #1366 (2000)– "Improving Access to Services for Persons with
Limited English Proficiency" – Federal agencies (and those receiving federal
funding) to ID services and implement system– Use of a specific approach to determining
when/how to provide Language Access– Unfunded mandate
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History (cont):
State and Local Agencies (MA):• Chapter 151B of the General Laws, Executive
Order 478, Administrative Bulletin #16 (2010)– Follows similar suit to the implementation of the
national LA standards– Review of resources, populations, and agency-
specific language access plans
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History (cont):
Emergency Room Interpreters Law (ERIL 2000)
1. Before implementation (“land before time”):– Use of friends, family members– Use of available bilingual persons/staff
2. Post implementation (present):– Competency a key element of interpreters– Hospital-Based Interpreter Services Best Practice Guidance– Training and Interpreter Credentialing– Language access planning
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LAP in CLAS:
• What is “CLAS”?• How does Language Access
Planning fit into CLAS?
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CLAS:
• Culturally and Linguistically Appropriate Services
• 15 standards for service delivery• A framework for continuous quality
improvement
• Goal? To reduce health disparities• How? By creating culturally-competent
systems of care8
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The Standards:
Over-arching principle: #1
Governance, Leadership, Workforce: #2-4
Communication and Language Assistance: #5-8
Engagement, Continuous Improvement and Accountability: #9-15
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The Steps:How to Develop and Implement Your
Own Language Access Plan
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Framework:
Plan-Do-Study-Act:Rapid-cycleprocess improvement
(SMART Objectives)
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Plan:
• Who: include staff from various levels and clients/community-members/stakeholders
• Why: review your mission/goals/needs. How will language access fit/benefit what you do?
• What: determine where language access is most needed. What are you hoping to address/improve?
• When: give yourself an end-date
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Goal:
1. Organization Priority2. LA Working Group3. Assessment4. Policy, Plan & Procedures5. Interpreters & Translators6. Document Translation7. Training8. Evaluate
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“Ensure that LEP clients receive services in their preferred language”
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1. Organization Priority• In order to serve LEP clients• Unfunded mandate:
– Operating cost – like the light bill– Line item for language services in budget
• Include in all grant proposals and apply for grants specifically for language access work– Use data to show why it matters
• Hire qualified bilingual staff14
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2. Working Group• Executive Director support• Participation from all levels of organization
– Management/administrators– Front line (clinical and non-clinical) staff– Clients/advocates/stakeholders
• Work plan, with SMART objectives, regular meetings and action steps (accountability)
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3. Assessment• What are we already doing well? • What resources do we already have?• Where are the gaps in service?• Who can we partner with? • Then go after “low-hanging fruit”
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4. Policy, Plan & Procedures
Language Access Plan and Protocol Working document (never done) Working Group reviews/updates
annually Staff routinely trained on it Clients made aware of it
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5. Interpreters & Translators List of interpreters and translators
Easily accessible by all staff Updated annually Volunteer and employee “bank” for needed languages List qualifications & skills (translation vs. interpretation)
Quality Control (including certification boards) Application/Initial Screening Meeting/Interview with Referral Coordinator Interpreter Protocol & Code of Ethics (2006)
Negotiated lower rate for phone interpreter and video remote interpreter services
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6. Document Translation• Write in Plain Language! (Health Literacy)• Translated Document Bank
Easily accessible to staff Informational materials for clients, staff, family Signs, notices, forms, vital information
• Always have multiple people review• Then pay for proofreading – less expensive
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7. Training• Build in-house training capacity (FREE)• Online training resources (FREE)• Partner with agencies, courts or orgs (FREE)• LEP Training for all New Hires in Orientation• Annual Staff Training
– Working with an Interpreter, Language Access Plan & Protocol and Language Access Issues
• Interpreter Skills-Building Training – Bilingual Staff and Privately Contracted Interpreters
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8. Evaluation• Based on intended outcomes established in
the workplan – concrete “measures”• “Benchmark” – set a baseline against which
to measure progress (e.g. % increase)• Set up recurrence – periodic cycle for short,
mid and long-term goals (monthly, quarterly, annual)
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Elements of an LAP (template)1. Purpose of the LAP2. Mission/Vision3. Populations Served/Populations within
your catchment4. Service Provisions of the LAP5. Implementation6. Complaint Procedure7. Signatures: CEO, Dirs. (accountability)
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Resources:
• Agency/Program:http://www.mass.gov/eohhs/docs/dph/health-equity/clas-chapter6.pdf
• State/County (example): www.montgomerycountymd.gov/LEP/
• Federal:http://www.lep.gov/
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Resources (cont):
• How to work with an interpreter (video): http://www.health.medicbd.com/library/video?vq=working+with+interpreter&s=relevance&submit=Search
• Telephonic Interpreters:www.languageline.comwww.ctslanguagelink.comwww.pacificinterpreters.comwww.callopi.com
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Resources (cont):
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Checklist:
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Questions?
Rodrigo Monterrey CLAS CoordinatorDPH-Office of Health Equity250 Washington St. Boston, MA [email protected] (office)617-938-4024 (cell-phone)
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Thank you!
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